TY - JOUR
T1 - Expanding the Direct and Indirect Effects Model of Writing (DIEW)
T2 - Reading–Writing Relations, and Dynamic Relations as a Function of Measurement/Dimensions of Written Composition
AU - Kim, Young Suk Grace
AU - Graham, Steve
N1 - Funding Information:
This research was supported by grants from the Institute of Education Sciences (IES), U.S. Department of Education, R305A130131 and R305A180055, and National Institute of Child Health and Human Development (National Institute of Child Health and Human Development), P50HD052120, to Young-Suk Grace Kim, and IES R305C190007 to Young-Suk Grace Kim and Steve Graham. The content is solely the responsibility of the authors and does not necessarily represent the official views of the funding agencies. The authors thank participating schools and children
Publisher Copyright:
© 2021 American Psychological Association
PY - 2022
Y1 - 2022
N2 - Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether higher-order cognitive skills (i.e., inference, perspective taking, and monitoring) are differentially related to three dimensions of written composition—writing quality, writing productivity, and correctness in writing; (b) whether reading comprehension is differentially related to the three dimensions of written composition after accounting for oral language, cognition, and transcription skills, and whether reading comprehension mediates the relations of discourse oral language and lexical literacy to the three dimensions of written composition; and (c) whether total effects of oral language, cognition, transcription, and reading comprehension vary for the three dimensions of written composition. Structural equation model results from 350 English-speaking second graders showed that higher-order cognitive skills were differentially related to the three dimensions of written composition. Reading comprehension was related only to writing quality, but not to writing productivity or correctness in writing, and reading comprehension differentially mediated the relations of discourse oral language and lexical literacy to writing quality. Total effects of language, cognition, transcription, and reading comprehension varied largely for the three dimensions of written composition.
AB - Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether higher-order cognitive skills (i.e., inference, perspective taking, and monitoring) are differentially related to three dimensions of written composition—writing quality, writing productivity, and correctness in writing; (b) whether reading comprehension is differentially related to the three dimensions of written composition after accounting for oral language, cognition, and transcription skills, and whether reading comprehension mediates the relations of discourse oral language and lexical literacy to the three dimensions of written composition; and (c) whether total effects of oral language, cognition, transcription, and reading comprehension vary for the three dimensions of written composition. Structural equation model results from 350 English-speaking second graders showed that higher-order cognitive skills were differentially related to the three dimensions of written composition. Reading comprehension was related only to writing quality, but not to writing productivity or correctness in writing, and reading comprehension differentially mediated the relations of discourse oral language and lexical literacy to writing quality. Total effects of language, cognition, transcription, and reading comprehension varied largely for the three dimensions of written composition.
KW - Direct and indirect effects model of writing (diew)
KW - Higher-order cognitions
KW - Mediation
KW - Reading
KW - Writing
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U2 - 10.1037/edu0000564
DO - 10.1037/edu0000564
M3 - Article
AN - SCOPUS:85115639473
SN - 0022-0663
VL - 114
SP - 215
EP - 238
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 2
ER -